No hiding: This Colorado teacher doesn’t hold back his feelings about how music moves him

Chris Maunu, choir director at Arvada West High School, works with students.

How do teachers captivate their students? Here, in a feature we call How I Teach, we ask great educators how they approach their jobs. You can see other pieces in this series here.

Chris Maunu, choir director at Arvada West High School, was rehearsing a OneRepublic song with his students, when he choked up as the full weight of a lyric hit him. It reminded him of his sister, who has cerebral palsy.

Instead of beating back his emotions, Maunu told his students what he was feeling. It was all part of his commitment to show students his true self — and get the same back from them.

He talked to Chalkbeat about how vulnerability helps him teach, why he decided to switch his college major and what he does to encourage peer mentorship.

Maunu is one of 25 music teachers across the country selected as a semifinalist for the 2018 Music Educator Award presented by the Recording Academy and the GRAMMY Museum.

This interview has been condensed and lightly edited.

Why did you become a teacher?
I actually began college as a business management major. My parents insisted that I join the college choir, so I hesitantly signed up on registration day. The director wanted to hear all students sing individually in her office. She made it clear that this was not an audition, but a way to get to know everyone and their voices. When she heard me sing she was quite pleased and asked if I wanted to be in the select chamber choir. I responded, “Sure, let me just drop my history class.”

Before I knew it, I was involved in three collegiate choirs. I LOVED it! Everyone was so passionate and dedicated. I didn’t have a good music program in high school, so this was my first exposure to a quality program. After feeling pressured to put all of my energy into athletics in high school, I had finally found my home! I instantly wanted to provide that for young people. I wanted to do what I could to make sure my students feel PROUD to be in choir in high school. I changed majors that next semester and never looked back.

What does your classroom look like?
We have curved seated risers with 90 chairs. Front and center of the classroom is a seven-foot Steinway grand piano. The walls are decorated with photo collages of senior classes from the last decade, awards, trophies and inspirational quotes.

Fill in the blank. I couldn’t teach without my _________Why?
My voice. Modeling is such an important part of my instructional practice. The singing voice is such a complicated and intricate instrument that modeling is a crucial strategy in developing students’ voices.

What is one of your favorite lessons to teach?
We do a lesson based around fear. Students write down their greatest fears and I share them (anonymously) with the class. Inevitably, the most common one is the fear of being judged or criticized in front of their peers. When students learn that we all have the same insecurities around performing, they become more comfortable with who they are as singers and more importantly, as people. This is followed by a guided discussion. It’s amazing how much more supportive of one another they become.

How did you come up with the idea?
I have read a lot of materials by author Brene Brown. She has worked for years at breaking down the barriers of talking about uncomfortable things that we all experience but have a tendency to shove away, such as fear, shame, and vulnerability. She has greatly influenced my teaching.

How do you respond when a student doesn’t understand your lesson?
With the fear lesson, there is usually some hesitation, but not a lack of understanding. Once they begin hearing others’ vulnerabilities, they truly become engaged. In average music rehearsals, I try to have issues fixed at the “grassroots” level when possible. I strategically seat stronger students next to students with weaker talent or skills. A mentorship develops between the students in which the stronger student can help the weaker one along. If I need to step in, I’ll go that route as well.

How do you get your class’s attention if students are talking or off task?
We are constantly learning from one another in the choir room. Students get reminded that whatever another group is learning will apply to them as well. For example, if I’m working with the tenors and tell them that a vowel needs to be taller to achieve a specific blend and intonation, chances are it will also apply to the sopranos, altos and basses. Often each vocal section is dependent upon one another to find a pitch or tune a chord.

How do you get to know your students and build relationships with them? What questions do you ask or what actions do you take?
We do full-day retreats with our choirs at the start of the year to build relationships with them and with one another. We also have a student choir leadership team. Members of this team sponsor each choir class and hold social events through the year.

It’s my hope that every student in my classroom feels like they are the most liked and most needed student in the room. I go back to vulnerability. If I am modeling vulnerability — not just being emotional in front of them, but showing them my most authentic self — that bond really seems to take hold.

This is two-fold. First is being authentic in how I behave in general in the classroom. As an introvert, I have always been inspired when I attend professional conferences and see such extroverted leaders in the field share their expertise in how they do things in the classroom. I’ve left so many of those sessions saying to myself, “My teaching personality needs to be more like that!” While I think we all should learn from experts and continue to shape our craft, I think we need to be authentic about who we are. When I started to become more honest with myself, I hit my stride as a teacher.

The second part has to do with what we share with students. We can share personal things about ourselves without being inappropriate. Let’s not be talk about that difficult divorce we are going through, etc. but there are things that can allow students to really connect to us in a vulnerable way. Here is an example. One of my choirs was preparing the song “I Lived” by OneRepublic for our Pops Concert. The song was originally written about a Colorado teen with cystic fibrosis and overcoming life’s difficulties and truly living.

There was a lyric that hit me like a ton of bricks during one class: “I owned every second that this world could give, with every broken bone I swear I lived.” I thought of my own sister with cerebral palsy and began to get emotional. I had a decision to make in that moment — Do I just move on? Or do I take a few minutes and share about myself? I chose to share. We shared, we cried, and we grew closer. When students (especially male students) see an adult figure being truly real, it helps their emotional intelligence grow.

Tell us about a memorable time — good or bad — when contact with a student’s family changed your perspective or approach.
I think it’s when parents share how big of an impact my class has on their child. Parents have shared things like, “You are the only reason my child comes to school” or “My child would have not made it through high school without your class.” Teachers have such a huge impact on their students. Sometimes we get caught in the daily grind and it’s easy to forget that.

What are you reading for enjoyment?
“Rising Strong” by Brene Brown

What’s the best advice you ever received?

Provide authentic affirmation to your students at every opportunity.

How this Indiana teacher helps hospitalized students transition back to school

PHOTO: FS Productions / Getty Images
Nurse talking to girl in hospital bed

Here, in a feature we call How I Teach, we ask educators who’ve been recognized for their work how they approach their jobs. You can see other pieces in the series here.

When Sara Midura meets her students, they’ve often just gone through a crisis.

As an educational liaison at Riley Hospital for Children, Midura is both a teacher and an educational advocate for patients in the Simon Skjodt Child and Adolescent Behavioral Health Unit. She helps them keep up with schoolwork and transition back to school once their hospital stay is over.

“Many times, the students who come to us are either slipping through the cracks or seen as having huge ‘behavior issues,’” Midura said.

Her work includes easing the anxiety of a student returning to school; partnering with the family, school, and treatment team to make sure a student’s behavioral health needs can be met; and finding a “go-to person” at school who understands the student’s situation.

Midura, who was recently named one of the top 25 finalists for 2019 Indiana Teacher of the Year, talked to Chalkbeat about how she supports hospitalized children and how the lack of mental health resources in schools can affect students.

This interview has been condensed and lightly edited.

Was there a moment when you decided to become a teacher?

I decided to be a teacher in kindergarten — I loved my teacher and loved school, so it felt like a no-brainer to my 5-year-old self! I proceeded to force my friends to play school with me in my basement and made lesson plans during days that I stayed home sick. I toyed with other ideas for professions through my K-12 education, but solidified my desire to be a teacher as a camp counselor during my high school years.

How do you get to know your students?

Since I only have my students for a short period of time, I try to capitalize on the time I have with them by having them fill out a “school profile,” which really serves two purposes. Since the first time I meet the kiddos is almost always their first day on the unit following a crisis, I know that they are not functioning in their prefrontal cortex and are in crisis mode. They understandably are typically shut off, so the school profile is a great way for them to easily and safely let me get to know them a bit. It starts a good rapport, and I can always connect to something in there. Then each day I just make sure I check in with them, always reminding them that I am their advocate. We talk about school, life, and anything else. It can be easier to get to know them since they are in such a small group setting of up to 10 kids. This is my favorite part of the job!

Tell us about a favorite lesson to teach. Where did the idea come from?

I am certified in Applied Educational Neuroscience (I took a nine-credit hour graduate course at Butler University with Lori Desautels), so I run a group on my unit every week called “Brain Club.” In this, I teach students about their brains, stress, emotions, and how the coping skills we teach them in their therapies and on the unit are truly brain regulation strategies. We talk about the different parts of the brain, which ones we function in where, our amygdala and fear, and so much else! The kids typically love brain club and are so engaged!

What object would you be helpless without during the school day?

My iPad! Between playing music — I cannot work in silence! — looking up information to help students with their assignments, and using the different educational apps to fit all of my kids’ needs, I bring my iPad with me everywhere.

What’s something happening in the community that affects what goes on inside your class?

Mental health resources, or the lack thereof in many districts, greatly impact what happens inside my classroom and on my unit. There are many schools that are so underfunded and lacking resources, leaving staff burnt out. In my mind, this creates and unsafe environment for my patients returning to school. My patients need a school staff that can understand mental/behavioral health.

Tell us about a memorable time — good or bad — when contact with a student’s family changed your perspective or approach.

The first really challenging case that I had was a few months into me working on the unit. We had a very high-achieving student who was going through some intensive setbacks, and the student’s dad was extremely concerned about school. I assured him that we would be able to “fix” everything with school and ensure that it went back to his expectation of normal, but that ended up not happening. This experience taught me that I cannot ever promise any outcome, but I can promise families that I will be with them each step of the way to ensure that education matches the treatment needs. This has changed my approach to speaking with families.

What part of your job is most difficult?

Navigating all of the different school systems and cultures during such a short hospitalization period can be very difficult when discussing behavioral health needs. I have my patients for about a week typically, so trying to provide enough support and education to patients, family, and school staff can be very challenging. I often feel like I don’t have the capability to serve schools as well as I would like to with supports! It is also difficult to not know how my students are doing after they are discharged — I wonder about them so often.

What was your biggest misconception that you initially brought to teaching?

I’m not so sure that this was a misconception rather than an underestimation, but I really did not comprehend until I got into teaching how huge of a difference a teacher can make on a child’s life. Now what I know about the brain and mental health is that one positive, intensive relationship with a teacher can absolutely change the course of a student’s life — it’s amazing to watch.

What are you reading for enjoyment?

This is very nerdy of me, but I loved reading books that relate to behavioral health, so currently I am reading “Life Without Ed,” a book told from the perspective of someone who battled an eating disorder. I work with many kids with eating disorders, and it is such a terrible, heartbreaking disease that I greatly misunderstood before working on my unit.

What’s the best advice you’ve received about teaching?

The best advice I received about teaching was to “fill your four circles consistently.” One of my amazing professors from Butler, Theresa Knipstein Meyer, gave a lecture one day about how crucial self-care is for educators. She showed us the theory of the four circles, where you have to consistently be taking care of different aspects of your health for the circles to be balanced and keep “your fire within” ignited. I think that it is so easy for educators to pour their entire hearts and souls into teaching only to get burnt out, and I have had to be conscious about taking care of every aspect of my life. This makes me a much better teacher and person, and I am so grateful to have learned that.

For this Detroit teacher, math is about teaching ‘what makes something true’

PHOTO: Michael Chrzan
Michael Chrzan teaching math during Math Corps, a summer program at Wayne State University.

Here, in a feature we call How I Teach, we ask educators who’ve been recognized for their work how they approach their jobs. You can see other pieces in the series here.

Asked what he teaches, Michael Chrzan says “mathematics.” Because in his classroom at Henry Ford Academy, a charter high school in Detroit, math is more than the calculations you need to tip a server or balance a budget. Chrzan, a third-year teacher, sees the abstract reasoning skills of mathematics — the proofs and deductions — as tools to help his students develop a firmer grasp on every aspect of their world.

This is just one of the ways he is unusual. A Teach for America alumnus, Chrzan also went through a traditional teacher training program in college. He is a African-American male math teacher in a country that produces far too few of them. And remember the Pokemon Go craze? He still plays.

Less than a week before Chrzan is to be honored as Teach for America’s teacher of the year in Detroit, Chalkbeat spoke with him about his dealings with parents, the toughest parts of his job, his social media habits, and how he finds  “greatness” in every student.

Was there a moment when you decided to become a teacher?

I’ve been teaching in some capacity — teaching or tutoring — since high school. I was a teaching assistant at a summer camp at Wayne State called Math Corps. I caught the bug for teaching there. I did that for three summers. I knew at some point in my life that I would get back into teaching. In college, I took a couple of computer science and math and education classes. And the computer science classes were fun, but I was like, this is just a hobby.

Tell us about a favorite lesson to teach. Where did the idea come from?

I taught geometry the last two years. It’s really a beautiful class because it’s the only class in high school where kids do the work of professional mathematicians. It’s the only class where they do proofs. So we get to have a really rigorous conversation about what makes something true, which is really important in our society right now.

Every year I pull in examples of deductive reasoning from outside of mathematics too.

One of the things I’m going to try this year is bringing in a Supreme Court decision and talking about the deductive reasoning that shows up there.

Tell us about a memorable time — good or bad — when contact with a student’s family changed your perspective or approach.

I had a conversation with a very young student’s mother who had the frame of mind that he was responsible for himself.

I was calling to talk about some issues that I’d seen on his homework, and just about getting it completed. That’s a really important part of the learning, that independent practice. And she was very much of the mindset that I needed to have that conversation with him, not her. It was not her job for him to get that done.

It changed how I discussed things with him because it got a much deeper understanding of what he has to deal with outside of these four walls.

What part of your job is most difficult?

The hardest part is motivating students. There are some students who have a really long history of messaging that they’ve gotten from schools, of the kind of person and students they are. I try to reverse that. You plant a seed when you’re the one teacher who’s telling them something different, but sometimes you don’t get to see that seed bloom in one year.

What was the biggest misconception that you initially brought to teaching?

That I was ready for it. I did a lot of pre-professional teaching things. In college, I went to New York for two summers and taught in a program called Breakthrough. I did student teaching. I did Teach for America. I was like, I’ve got to be ready for this, I’ve got so much more experience than most people do when they enter the profession.

I was not ready. There’s is nothing that will prepare you for day in and day out being responsible for your kids’ learning.

What are you reading for enjoyment?

“Children of Blood and Bone,” by Tomi Adeyemi. It’s possibly one of my favorite books of all time. As a millennial, I’m very into social media. I will typically lull myself to sleep on Instagram. And I’ve gotten back into Pokemon Go.

What’s the best advice you’ve received about teaching?

There are two. I can’t decide which I like better. The first would be, ‘don’t take anything personally.’ That really helped me understand that if I’m having a management issue with a kid, it may not have anything to do with me, that’s probably a kid who needs help. And that pairs up with assuming the best of my students. They came to class because they want to learn, and maybe something got in the way. I try to find their greatness, whether it’s math or otherwise. That’s a more human way to see students, and it opens them up to new things, like trying difficult mathematics.